Personal and social aspects of professional identity.

Mancini, Tiziana; Caricati, Luca; Panari, Chiara; Tonarelli, Annalisa

doi:10.1016/j.jvb.2015.06.002

Cited by 48 publications

(36 citation statements)

References 36 publications

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“…We found that two types of ego-identity validation processes have a direct impact on the utilization of value capture mechanisms among scientists: personal ego-identity status and professional ego-identity status. Personal ego-identity refers to the individuals´own definition of "who I am," while professional ego-identity status explains both one's awareness of being an employee doing a particular job and one's identification with its own group and social categories to which s/he relates by means of her/his job [40].…”

Section: Scientists' Ego-identity Status Validationmentioning

confidence: 99%

The Value of Scientific Knowledge Dissemination for Scientists—A Value Capture Perspective

et al. 2019

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Scientific knowledge dissemination is necessary to collaboratively develop solutions to today’s challenges among scientific, public, and commercial actors. Building on this, recent concepts (e.g., Third Mission) discuss the role and value of different dissemination mechanisms for increasing societal impact. However, the value individual scientists receive in exchange for disseminating knowledge differs across these mechanisms, which, consequently, affects their selection. So far, value capture mechanisms have mainly been described as appropriating monetary rewards in exchange for scientists’ knowledge (e.g., patenting). However, most knowledge dissemination activities in science do not directly result in capturing monetary value (e.g., social engagement). By taking a value capture perspective, this article conceptualizes and explores how individual scientists capture value from disseminating their knowledge. Results from our qualitative study indicate that scientists’ value capture consists of a measureable objective part (e.g., career promotion) and a still unconsidered subjective part (e.g., social recognition), which is perceived as valuable due to scientists’ needs. By advancing our understanding of value capture in science, scientists’ selection of dissemination mechanisms can be incentivized to increase both the value captured by themselves and society. Hence, policy makers and university managers can contribute to overcoming institutional and ecosystem barriers and foster scientists’ engagement with society.

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Section: Scientists' Ego-identity Status Validationmentioning

confidence: 99%

The Value of Scientific Knowledge Dissemination for Scientists—A Value Capture Perspective

et al. 2019

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“…Esto a la vez puede incidir en el posterior desarrollo de la carrera profesional, tanto en cuanto al desempeño como a la continuidad de los estudios y, posteriormente, en las habilidades de adaptación al mundo laboral (Ye, 2015). Se ha comprobado que aquellos jóvenes que presentan una motivación más intrínseca obtienen un mejor rendimiento académico y se sienten orgullosos de los logros obtenidos Mancini, Caricati, Panari, & Tonarelli, 2015;Valle Arias et al, 2010), alcanzan un mayor proceso de autodeterminación profesional (González Maura, 2004), tienen un mayor compromiso y eficiencia (García Garduño, 2007) y muestran menos intenciones de abandonar sus estudios (Mancini et al, 2015). Aquellos, en cambio, que lo hacen por motivos extrínsecoscomo razones económicas, tradición familiar u otros-tienden a mostrar menor compromiso con su desempeño y menor confianza en lo que hacen (Avendaño Bravo & González Urrutia, 2012;Ryan & Deci, 2000).…”

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Perfiles motivacionales de elección de estudios en estudiantes universitarios de nuevo ingreso

2018

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Este trabajo tuvo como propósito analizar los motivos de elección de estudios y establecer perfiles motivacionales diferenciados en estudiantes universitarios de nuevo ingreso en la Universidad Católica Argentina (UCA). Para ello se diseñó y validó un cuestionario ad hoc, estructurado en tres escalas de motivación: (1) Motivos de superación profesional y altruismo; (2) Búsqueda de prestigio y solvencia económica y (3) Motivos de evitación. El cuestionario se aplicó a la totalidad de los estudiantes de nuevo acceso a la UCA en el curso académico 2013-2014 (1 156 estudiantes de diferentes disciplinas). Los resultados permitieron establecer la existencia de grupos diferenciados de estudiantes y obtener un modelo predictivo de clasificación destinado al diseño de acciones de orientación que tengan en cuenta sus motivaciones y necesidades en un contexto determinado.

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“…The development of a PI starts before students begin their studies, as identity development goes hand in hand with PI (Adams, Hean, Sturgis, & Macleod Clark, 2006;Marcia, 1966;Trede et al, 2012), so a strong identity is thus an important starting point within PI development (Adams et al, 2006;Moenandar & Huisman, 2019). PI consists of two dimensions: a social and a personal dimension (Mancini, Caricati, Panari, & Tonarelli, 2015;Sims, 2011). The social dimension refers to perceptions and expectations of others with regard to the functioning of professionals, while the personal dimension relates to the perceptions and expectations of the professionals themselves.…”

Section: Introductionmentioning

confidence: 99%

“…Marcia's Ego Identity Status model showed that identity is developed in various areas, including work, religion and politics and shows the underlying process of PI formation (Marcia, 1966). This model distinguishes two processes of Erikson's Identity Formation Concept that are still widely used in PI studies, namely the extent of (career) exploration and commitment (Crocetti et al, 2013;Kroger, Martinussen, & Marcia, 2010;Mancini et al, 2015;Marcia, 1966). 'Exploration refers to the active questioning and weighing of various identity alternatives before making decisions about the values, beliefs, and goals that one will pursue.…”

Section: Introductionmentioning

confidence: 99%

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Towards a strong professional identity within higher education

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in a Blended Learning Course: a qualitative study 3 Evaluating the value of persuasive technology and the role of teachers in a blended learning course for social work students 4 The reflection level and the construction of professional identity of university students 5 The professional identity of social work students: a cross-sectional study 6 The added value of autobiographical reflexivity with persuasive technology for professional identities of Social Work students: A randomized controlled trial

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Personal and social aspects of professional identity.

Cited by 48 publications

References 36 publications

The Value of Scientific Knowledge Dissemination for Scientists—A Value Capture Perspective

The Value of Scientific Knowledge Dissemination for Scientists—A Value Capture Perspective

Perfiles motivacionales de elección de estudios en estudiantes universitarios de nuevo ingreso

Towards a strong professional identity within higher education

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